Overview

On this module, students will study the pivotal period of world history when Europe began its colonisation of the non-European world. It will look at the Spanish, Portuguese, Dutch, French, and British colonial empires and the methods through which they gradually came to occupy large swathes of the early modern world outside of Europe. At the heart of this module however are the Indigenous and non-European people who encountered European colonists, with students studying how they employed various methods to accommodate, negotiate, and even resist European expansion. Students will move away from Eurocentric perspectives of colonialism to embrace a more balanced view of the growth of European empires in the early modern period, showing how Europeans were rarely all conquering and often had to learn from, incorporate, or even retreat in the face of advanced non-European states and societies.

Possible topics students might study on this module include: Spain and the 'Discovery' of the Americas Portugal and Africa: Old Worlds, New Empires The Tudor Conquest of Ireland: England's European 'Colony' England and North America: Jamestown and the Powhatan Chiefdom Crossroads of Empire: The Caribbean and the 'Cannibal Caribs' The Transatlantic Slave Trade and the Kingdoms of West Africa Silks, Spices, and Samurais: Europeans in the Realm of the Shoguns The Mughal Empire and the English, Dutch, and French East India Companies The First Global War: Imperial Rivalry and the Seven Years' War Pacific Islanders and the Expeditions of Captain Cook Terra Australis: British Colonisation and the Aboriginal Nations of Australia

Assessment Strategy

• Threshold students (D- to D+) will demonstrate an appropriate range or depth of knowledge and understanding of at least parts of the module, and will make partly-successful attempts to develop skills which correlate with the requirements of History undergraduate work. The structure of the essay and coursework tasks may be rather opaque, and the discussion ambiguous, lacking in clarity and articulacy at times. The coursework portfolio may be incomplete, or include one or more tasks which lack focus on core themes and issues, or address the problems/questions with imprecision. The coursework tasks may display cursory intellectual engagement and some confusion of source material. Little attempt is made to engage with secondary or primary evidence. One or more of the coursework tasks may not be correctly formatted. One or more of the coursework tasks may have an unclear structure and the portfolio overall may contain insufficient well-presented, well-chosen material.

• Capable students (C- to C+) will show evidence of solid reading and understanding in both the essay and coursework portfolio, but parts of their work will still remain superficial; cover most of the important aspects of the field, but lack depth or accuracy; have an argument, but only employ limited evidence. There will be lack of engagement with source materials. The coursework portfolio may include one or more tasks which lack a precise focus on core themes and issues, or address the problems/questions with sketchiness. Tasks may demonstrate some intellectual engagement with relevant primary and secondary evidence. Lines of argument may not be as clear as they could have been. The tasks generally conform to the correct format but may display anomalies. One or more of the coursework tasks may have an unclear structure. The portfolio overall contains some well-presented, well-chosen material.

• Good students (B- to B+) will show a solid level of achievement in all the criteria outlined in the paragraph above, and will exhibit constructive engagement with different types of historical evidence and historiographical controversies. Ideas and arguments will be communicated effectively in both the essay and across the coursework portfolio. The coursework portfolio will always retain a precise focus on the core themes and issues, and address the problems/questions with accurate and relevant material. Tasks will demonstrate good intellectual engagement with relevant primary and secondary evidence. Arguments are presented and almost all lines of argument are supported and illustrated with appropriate evidence. The tasks conform to the correct format and are mostly presented in an accurate fashion, with some engaging elements. All of the coursework tasks will have a clear structure. The portfolio overall contains material which is mostly well-presented and well-chosen.

• Excellent students (A- and above) will show depth of achievement across the criteria outlined above, combined with particularly impressive depths of knowledge, sophistication and/or subtlety of analysis across the essay and coursework portfolio. Work will exhibit a sophisticated engagement with core themes and issues, and address the problems/questions with reference to an impressive selection of illuminating material. Tasks will demonstrate in depth and detailed intellectual engagement with relevant primary and secondary evidence. Coherent and convincing arguments are presented, which are comprehensively supported with appropriate evidence. All of the tasks conform to the correct format and are presented in an accurate and engaging fashion. All of the coursework tasks will have a clear structure. The portfolio overall contains material which is always well-presented and well-chosen.

Learning Outcomes

• Accurately explain the political, economic, and cultural factors behind the expansion of European empires and the mechanisms through which non-European people responded across the period 1500 to 1800.

• Communicate information and arguments clearly and concisely skills, orally and visually, and communicate clearly and concisely through a range of formats., including talks, PowerPoints, or other creative methods.

• Critically evaluate primary sources relating to the expansion of and resistance to European colonialism in the years 1500 to 1800, placing them within their appropriate historical context and interrogating the claims, agendas, and underlying significance of the sources.

• Engage with a range of historical interpretations on early modern colonialism and anti-colonial resistance.